Kindergarten Material in Prinnary 
Schools— How to Use It. 



Reed and Raffia 
Construction Work 

In Primary Schools 



A Practical Manual Especially for Primary- 
Kindergarten Teachers. 



WITH MANY ICLIJSTRATIO^'S' 



By MARY A' SHUI^T^ 



Copyright 1904, by J. H. Shults, rianistee, flich. 



Manistee, Michigan. 

AMERICAN KINDERGARTEN SUPPLY HOUSE. 

J. H. Shui^TS, Proprietor. 



LIBRARY of CONGRESS 
Two Copies Received 

JAN 23 1904 

\ Copyright Entry 
CLASS CL XXc. No. 




:::i 



Preface 



This work oonstltutes one of a series now issued or soon to be 
pubilshecl upon ili© use of kindergarten material in primsry 
echools, 

The purpose of the author and publisher is to aid in bringing 
about the best possible kinderjgrarten tralninif In primary ichools. 

While the use of this material hai rapidly incraaeed within 
the last few yeara, thus far there has been an almoit total ab" 
sence of literature along this line, 

While the regular klndc^rgartena are doing most worthy 
work, yet their operations are limited to the comparative few, 
Probably 9S per cent of the children of America will receive 
their flret traltiin^ outelde the home in primary Bchoola, and 
while the establishment of res:ular kindergartens everywhere is 
always to be encouraiged, in the meantime let us labor to make 
the best possible and only available substitute— tb@ primary 
fachoQl— a place where at least some of the ad vantages of kinder- 
jgarten training can be secured, 

The teacher will understand that the primary purpose of all 
the kindergtarten gift^ and occupations is the development of the 
physical* mentali and moral faculties of the child, and not the 
construction of objects, etc, While it is probably true* that no 
child can construct a form new to him svithout developing hi« 
^opacity for construction, yet a much ^ruater development will 
rewuit it" the leagoni are properly conducted. In order to (aecwre 
the bes*t tlevelopment, the child f^shotild be helped by hints and 
sug^e»tion«a, rather than by direct in^truetirtn, He should be 
eneciuvased to think and act for himself, and to overcome the 
difiicuUiesi whieii he encounters, iijui*f<u>4. vvhenever poi^^ihle, 
Thi^. however, lahould not be carrieii ,".. fiir hh to lead the child to 
beconie dl^couffiifed or cU^iiutisned <vitii t!ie work. 

THE AUTHOR. 



Reed and Raffia Construction Work 
iQ Primary Scb)ools. 

Chapter I. 

Winding and Braiding— Covering Picture Cords— Jumping Ropes— Hoops 
—Canes, etc.,— Maicing Picture Frames— Boxes— Mats— W!iips=Hand 
Bags— Scliool Bags— Table Mats— Wall Pockets— Broom Holders- 
Cornucopias— Letter Holders— Comb Cases- Tablet Receptacles- 
Spectacle Cases, etc. 

The present popularity of reeds and raffia for occu- 
pation material in primary schools would seem to war- 
rant the publication of this work. 

Raffia is the inner bark of a kind of palm found 
chiefly in Madagascar. It possesses the advantages 
of great strength, extreme softness and pliability and 
cheapness in price. 

The construction work can be adapted to the capa- 
city and taste of children of every age, but we shall 
now consider methods suitable for first and second 
grade pupils. The easiest and simplest process con- 
sists in winding the blades of raffia around a twine or 
cord, and the covering of a piece of twine for a picture 
cord will be the first work suggested. 

As these exercises will include braiding, it is best 
tO' provide at the outset a number of screw-hooks to be 
fastened to the top molding, which surmounts the 
wainscoting, so arranged that the pupils can stand or 
sit in line while doing the braiding, winding, etc. 

For the picture cord above mentioned take a piece 
of twine about half the size of an ordinary lead pencil, 
(a few strands of raffia may be used instead of twine), 
and, say, 30 inches in length. Sxilect a blade of raffia, 
natural color, and folding back one end of the twine, 
tie it with the raffia so as to form a loop as shown by 

II 




Fig. I. Place the loop over a screw-hook and for first 
grade pitpib let onr child hold the other end of the 
twine perfectly taut while another pupil does the wind- 
ing, Let the pupils alternate the work of winding and 
holding the twine from lesson to lesson, thus encourag- 
ing the idea of unity of purpose and mutual helpful- 
ness. The raffia should be wound just so as to cover 
the cord entirely, and when nearly completed the oppo- 
site end of the twine can be formed into a loop if 
desired and securely tied. The loops can be wound 
also if desired. 

Next select two blades of colored raffia which wilt 
harmonize with each other and the natural raffia, say 
red and green. Take one strand of the colored raffia 
and begin winding from the same end as before but 
wind around in the opposite direction and in such 
manner as to leave about one-half inch of the natural 



12 



raffia exposed between the windings. After this is 
completed :^nd securely fastened bv tying or other- 
wise, take the other blade of colored raffia and wind 
as with the last except in the opposite direction. The 
result if neatly done will be a beautiful tri-colored 
cord. In the same way jumping ropes, Indian bows, 
i.oops, canes, etc., can be covered. 

We Avill next construct a picture frame. Take a 




piece of cardboard the size desired for the frame. Cut 
it in the form of a circle or of an oval. If the oval form 
is selected notch the outer edge with a pair of shears, 
then let the children wind with raffia either colored 
or plain or assorted colors, as preferred. The circular 
frame can also be notched, if desired, and it will sim- 
plify the work of winding. 

Paste the picture on the back so as to show through 
the opening to best advantage, and for a neater back 
finish cut out a piece of colored paper in shape like 
the frame but about an inch smaller all around ; paste 
this down evenly. Suspend with a strand of colored 
raffia or a ribbon, as preferred. 

For another style of picture frame, take a piece of 
box or pasteboard the desired size, and cut in form 
of a circle, oval, heart, diamond, shield, etc. Cover the 
outer surface of the cardboard with gray or other 
suitable colored paper which will serve as a mat for 

^3 



the picture, then paste on a Brown or a Perry picture 
or something selected from a magazine or elsewhere, 
pressing flat until thoroughly dry. Cover twine in the 
same manner as described for the picture cord, suf- 
ficient to extend around the outer edge of the card- 
board. Sew the cord so prepared on the edge of the 
cardboard to form a border, taking care not to let 
the edge of the board project beyond the cord. The 
ends of the latter may be covered with a tuft of the 
raffia or the cord left long enough to tie in a double > 
bow knot, the ends being neatly wound with raffia or 
finished with small tassels of same. 

After sewing or pasting on the back a loop made of 
two or three blades of raffia, the picture will be com- 
pleted ready to hang on the wall. 

Another method of fastening the suspension loop to 
the back is as follows : From heavy paper cut a back 
to fit the frame. Half-way between the center and the 
top cut a slit, slip the loop of raffia through the slit, 
and paste down smooth on opposite side. Then paste 




the paper down evenly on the back of the frame and 
the picture is ready to hang up. 

To make a neat and pretty box, use a strip of card- 

14 



board about ten or twelve inches long and two inches 
wide. Lap the ends and sew flatly. Wrap it closely 
around with raffia 'This forms the sides of the box. 
For the cover and the bottom cut a piece of cardboard 
to fit and make as for picture frames, only making the 
opening smaller, which may be afterwards darned or 
woven. Stripes of colored raffia may be used in sides 
and cover. The bottom is to be sewed in and the cover 
fastened by a few stitches. 

After the pupils have mastered the plain winding 
they will be ready to undertake winding in connection 
with the buttonhole stitch. This can be practiced best 




on a ring two inches or more in diameter. One of the 
Eleventh Gift will answer, or preferably one made by 
first soaking a hardwood slat of the Ninth Gift, or a 
piece of flat reed in water until flexible, and forming 
in the shape of a hoop, lapping the ends and tying 
securely. Fasten the end of a single blade of raffia 
to the ring or hoop and holding it where tied, between 
the thumb and fingers of the left hand, with the right, 
put the loose end of the raffia through the ring to the 
left and after drawing the blade nearly through, bring 
the end back over the ring and down through the loop 
thus formed, drawing close. Continue around the ring 
in the same manner till covered (see illustration). 

15 



This is a simple process, pro-bably familiar to every 
teacher, and is easily learned by the pupil, but requires 
considerable practice before the child will be able to 
draw the knots equally tight each time, which is neces- 
sary in order that the work may present a neat appear- 
ance. Two of the smaller rings may be sewed to- 
gether neatly through the twisted stitches, forming 2. 
napkin ring or fastened together in forms as in ring 
laying. 

A pretty little box may be made of three buttonholed 
hoops by 'buttonholing the plain edge, also, of one, and 
sewing the others on either side, putting the plain 
edge out and sewing together through the twisted 




stitches. The center hoop may be colored and a bot- 
tom and cover made as previously described. 

After having learned to make the buttonhole stitch 
correctly in this way give the pupils a needle and let 
them put a buttonhole finish on such of the round 
picture frames as were made without notched edges, 
or on other similar work. 

Beginning this work run the needle through a little 
back from the edge so as to hide the knot and bring it 
out at the extreme edge of the mat; put the needle 
through from the underside about one-fourth inch 
back from the edge. Proceed as directed with the 
hoop, but taking the stitches about one-fourth inch 
apart. For this purpose use raffia of a contrasting 
color. 

• 16 



Cross Stitch. — What Is known as a double overcast 
or cross stitch makes a very satisfactory finish for an 
i^dge, and is easily learned by the children. Insert the 
needle about three-eighths of an inch from the edge, 
and sew over and over, taking the stitches about one- 
half inch apart and keeping them of an even slant. 
After sewing once around, use another blade of har- 
monizing color and sew around in the opposite direc- 
tion, inserting the needle in the same holes. 

SQUARE PICTURE FRAME. 

Take eight splints, each five inches long, place two 
together, ends even and insert the end of a third one 
between, holding so as to form a right angle. Sew 
through the three together with needle threaded with 
a slender strip of raffia. Wind once around, place 
fourth strip under third and take another stitch through 
the four and then wdnd a few times around the corner 
and tie and tuck ends of knot between the splints. This 
forms one corner of frame ; make the other three cor- 
ners the same way. Thread the needle with long 
strand of raffia, sew through one corner, winding, leav- 
ing one inch of end of strand projecting, which should 
be tucked between the splints ; hold frame towards the 
body and the outer edge to be worked away or up and 
buttO'nhole stitch across, pushing stitches close together 
and holding each stitch between to a uniform width of 
three-quarter inch. 

After making this a child would be able to make a 
buttonhole in a garment. 

The teacher can doubtless invent other ways of 
winding the raffia to produce decorative work, and we 
will next consider articles made from braided raffia 
and begin with lessons in braiding, commencing with 

17 



the simplest work, which consists of three-Stfand braid- 
ing-, each strand a single blade of raffia. 

Select three stands of uniform size so far as pos- 
sible, tie the larg-er or butt end of the raffia with a 
loop knot, slip this over the screw-hook above referred 
to. For first lessons the pupils may not be able to 
handle the raffia in full length, and in such case it 
should be cut in two. Braid as shown by Fig. 3 

This exercise can be continued at short intervals for 




several days. At first the work will appear rough and 
uneven and much of it should be unbraided and done 
over again. 

After the pupils can braid evenly with three single 
strands, the work of constructing the mat may be com- 
menced in accordance with the instructions given be- 
low or the pupils may be taught to braid with three 

18 



strands, each of which consists of two blades of raffia 
(Fig. 4), or they may be taught four or five-strand 
braiding (Figs. 5 and 6). 

MAT OF SEWED BRAIDED RAFFIA, 

Beginning the work of constructing this mat for the 
first lesson, we will select the five-strand braid, or, if it 
ks desired to commence the work of construction before 
the pupils have learned the five-strand braiding, let 
them braid together three braids of single-blade braid- 
ing of sufficient length to complete the mat 

Take a No. 19 tapestry needle, select a small blade 
of rafiia and thread the needle with same. Pass the 
end of the threaded rafiia two or three times around 
the looped end of the braided rafiia and tie if necessary 
to make it secure. Then cut off the loop and begin 
winding the braid round and round, face to face, not 
edge to edge, as can be noticed by the illustration (Fig. 




8). When three or four times around, i. e., when 
three or four layers have been wound on evenly, insert 

19 



the needle In the top of the first layer and pass it 
slantingly down through each of the other layers left- 
ward, bringing the needle out at bottom of last layer, 
Reinsert the needle at point of last divergence, passing 
it upward so as to come out on the upper edge of the 
first layer, but about one-half inch leftward, thus form- 
ing a V-shaped stitch through the layers. Reinsert 
the needle again from the point where brought out, and 
thus continue until the sewing is completed entirely 
around. Then wind on three ar four additional layers 
of the braided raffia and sew as before. Thus continue 
until the mat is of the desired size. An oval mat can 
be constructed in the same manner, except when start- 
ing from the center an oblong instead of a circular 
form should be maintained. These mats will be quite 
thick, but after the children have become more accus- 
tomed to the work they can sew the three-blade braid- 
ing, thus making a thinner and perhaps more satisfac- 
tory mat. 

If the work of sewing is found too hard for first 
grade pupils it should be done by the older ones. The 
work can be accompanied by a talk from the teacher 
relative to the various purposes for which braiding is 
used, the different methods of sewing, as by machines 
and otherwise, the importance of the art of sewing, etc. 
To economize time the third and fourth grade pupils 
may be required to listen to the talks and reproduce 
the substance in their written language work for the 
day. 

Raffia Wnrr — P.obably the simplest work that can 
be done with braided raffia will be the making of a 
whip. Take two oieces of braided raffia, one fifteen 
inches in length and the other eight inches. Fold the 

20 



shorter piece m the center and place the larger end 
of the longer piece between the two ends of tlie shorter 
far enough up to leave a loop about one inch m length. 




Fasten all together by winding the entire length (ex- 
cept the loop) of the short piece, thus forming the 
handle and a loop by which to hang the whip. Begin 
at the foot of the loop and with a smooth fiat blade of 
raffia wind tightly and smoothly, overlapping the 
blades, until within five inches of the end; tie very 
securely and unbraid the remaining five inches and 
leave loose. If desired, wind again with contrasting 
colors same as for picture cord previously described. 

Directions for making other articles of braided raffia 
in such a way as to develope the children, physically 
and mentally, are given below : 

Table Mat — Take eight hardwood slats and place 
together in the form of a square, or an oblong the size 
desired for the mat, using the slats double to secure 
sufficient strength. Fasten the corners very securely 
or they will slip. Wind the entire surface closely with 
three-strand braided raffia, the longer way if in the 
form of an oblong. Weave with braided raffia, wind- 
ing the weaving end with a small thread of raffia which 
will give sufficient stiffness to use without needle. 
Weave same as for a paperweaving mat, but pass 

21 



around the slats and weave back on the reverse side, 
instructing the children to be careful not to take in 
the lower strand with the other. The inconvenience 
of handling a braid of sufficient length to complete the 
weaving can be obviated by using shorter lengths and 
splicing tightly with a small thread of dampened 
raffia. If preferred the braiding can be done as needed. 
When the weaving is completed fasten the end strands 
securely, slip out the slats and in their place run a 
couple of braids of raffia and finish the edge with one 
of the stitches as previously described. 

Tablet Receptacle — A convenient holder for the 
tablets of the Seventh Gift can be made by weaving 
braided raffia as described for the table mat, but of such 
size that an ordinary tin fruit can or an oblong paper 
box, open at the end, will slip in between the folds, the 
braid reaching when flat about one inch above the top. 
\¥hen the braiding is completed dampen one end of the 
work and cut the lengthwise strands across the end, 
and, taking off the first cross strand, fold each cut end 
back against itself, sewing neatly, and when all bive 
been thus secured dampen the work, and slipping in 
the can or box, fit the covering around it. Sew a five- 
strand braid of colored raffia flatwise around the top, 
or form in loops or points for a neat finish. If a cover 
is desired it can be made from a piece of cardboard, cut 
to fit and covered as for picture frames, and fastened 
to one side. A braid may be attached to hang them by, 
and the bottom may be finished with a small braid and 
tassels. 

In like manner button or spool boxes, hair receivers 
and other handy receptacles for the house, can be made 
by the children and taken home. They mav also serve 
as scrap baskets for school desks, 

22 



Hand Bag. — Weave as for table mat the size de- 
sired for bag. Cut and sew the ends as for the tablet 
holder, but cut across one side instead of the end. 
Attach a handle of braided raffia and finish the ed^? 
with cross stitch. 




School Bag — Make in same manner as described 
for hand bag, but larger. This may prove too tedious 
for the smaller pupils. 

Articles can also be made without the aid of the in- 
serted box, if not of too great height, by inserting a 
piece of reed or a hardwood slat around the top and 
bottom for stiffening. 

All the work described above can be done by weav- 
ing single strands 6T raffia, but this may prove too diffi- 
cult for the younger pupils, who may not be able at 
first to keep the upper and the lower strands separate, 
though this difficulty can be overcome by slipping a 
stiff piece of paper between. However, many articles 
can be made from mats woven with both the lower and 
the upper strands together where the single blades of 
raffia are used. Among them we suggest a few : 

23 



Table Mat — After pulling out the slats and filling; 
in with plain raffia, button-hole or cross- stitch around 
the edge. 

Cornucopia- — Weave as for table mat seven inches 
in size. Fold two diagonally opposite corners together 
and sew down one side. 

Wall Pocket — Fold three corners evenly to the 
center and fasten with bow of raffia and put a small 
loop on the fourth corner with which to hang it up. 

Broom Holder — Fasten two opposite corners to- 
gether, behind which slip the broom. 

Handy Receptacles for Handkerchiefs, etc. — 
Fold the four corners of an eight or a ten-inch mat as 
for a square envelope. Sew together part way up from 
the folded corners and slightly bend back the points at 
the center. 

Letter Holder — A letter holder for the wall is 
made from an oblong mat, by turning two or three 
inches up at one end, and fastening with braid and 
tassels. 

Comb Case — Make same as letter holder. 

Other methods of weaving and tying for mats, etc., 
are given below. It is not claimed that these methods 
possess any particular advantage over those commonly 
employed except that they afford a change in the work 
for the pupils and the added varietv assists in their 
development. 

handkerchief case. 

Take four hardwood slats or flat reeds, lay to form 
a square of 6 inches. Take No. 19 tapestry needle, 
thread with raffia; sew through crossed corners once 
and wind about four times around, tying firmly. Take 
eighteen buttonhole stitches on each side, with the fin- 

24 




ished edge out, and taking a stitch back through the 
over thread as each stitch is completed. 

The weaving begins in one corner at the inside of 
stitch next to corner. With needle threaded with long 
raffia, cross tO' opposite side to stitch next corner, and 
crossing corner take first stitch and pass to stitch op- 
posite across frame; thus going around inside the 
frame instead of back and forth across, going around 
and around till the frame is filled and weaving under 
and over the strands thus placed when crossing them 




arid at each corner as the work advances, running 
thread under and over the crossed threads of square 
weaving diagonally across each corner until frame is 
filled to the center. This will leave -a square four 

^5 



inches in center of plain weaving, while corners will 
be formed of a double diagonal weave. Allow this to 
dry and then clip fastenings of corners of frame and 
pull out the splints. 

Fold one corner to center, bring the twO sides to 
meet it, catch from one edge to the other with fine 
thread of raffia, thus joining them in seam; leave one 
end free, but foild down and dry in place and fasten 
either with raffia or ribbons to tie in center. 

This will hold six ladies* handkerchiefs or three 
gentlemen's ordinary size. The front will be formed 
of double weaving and the back of single weaving. 

SPECTACLE CASE OR POCKET. 

Cross splints or reeds in center; wind with a piece 
of raffia around and over center till firm and tie. 
Break ofif one end of one splint tO' leave an odd num- 
ber of spokes ; take two feet of No., i reed, insert end 
under winding of raffia in center; weave in and out 
over spokes until material is used up; insert needle* 
beside a spoke and press last inch of reed in opening 




so made. This ccnfer will be abottt one and orie-half 

26 



inches in diameter. Break off the two remaining 
spokes on one side ; fasten one end of a blade O'f raffia 
in reed center by pushing end in between reed and 
spoke; pass over the one long spoke close to reed, 
weaving on one side and down around reed under one 
spoke and over one, turning back at the fifth or last 
spoke, so weaving back and forth to cover two inches 
from center of reed on each spoke. Now immerse 
the splints in water a few minutes to make pHable, 
and then bend back towards a center a little hisrher 
than the front just woven, this end of spokes being 
three inches long and the fronts two inches ; bring all 
five spokes together and take several stitches through 
the passed ends and then w^ind to cover end of splints 
and tie thread. Weave back over and under splints, 
beginning where ends of spHnts meet at top and fill to 
meet the other raffia at bottom. For loop to hang by, 
take thread of raffia, sew under top back splint near 
center; pass over center about one and one-quarter 
inches under splint on opposite side and back to be- 
ginning atid then buttonhole over cord thus formed 
^nd fasten thread securely with a few stitches behind 





•center back; take seven stitclies over edge of center 
ring of reed to hold edge and to finish it. 

This is really very simple and easy to make. A 

27 



piece of soft chamois skin, one or two inches square, 
would be a fitting adjunct with which to poHsh the 
spectacles, kept in bottom of this little pocket. 

A knitted or knot stitch may be used satisfactorily in 
making table mats, wall pockets, hand bags, etc. 

Use four slats, casting an equal number of stitches 
on each one. This is a process enjoyed by the little 
ones and contains a lesson in numbers. After tying 
on a large blade of raffia hold the slat in the left hand, 
and with the right, form a loop in the raffia, the part 
tlrat is tied being ou the upper side, and putting the 
loop over the end of the slat draw it close, bringing 
the stitch back on the slat to the starting point. Fif- 
teen stitches make a mat about four inches square. As 
ilie latter part of the work is rather slow, large forms 
art not advised for beginners. After the stitches have 




been cast on the four slats, cross the ends and tie therri 
I'ery securely with a piece of dampened raffia, so as to 
form a frame, having the twisted stitch on the out- 
side. With a needleful of raffia begin at the corner, 
tying the raffia, throiugh the first stitch and carry if 
across to the first stitch on the opposite side. Continue 

2^ 



back and forth, taking care to^ draw them evenly and 
aHvays having the needle point the same way when 
putting it through the stitches on the slats, thus keep- 
ing the strands flat and separate. For looser work 
the needle would he put through the two stitches at 
once. After all stitches have heen taken up on the 




opposite sides, holding the frame toward you so the 
strands wall run up and down, begin at the upper left 
hand corner, throwing the thread of raffia toward you 
and fastening the working strand in the first stitch on 
the slat, put the needle through to the left under the 




two companion strands (use the two as one Strand 

29 



afterward) and draw closely up to the skt. 
Continue thus till you have gone once across. 
Then turn the frame from you, putting your needle 
through two stitches on the slat and proceed as before, 
only throwing the thread this time from you, and so 
continue Until the whole surface has -been knitted in. 
A blade or two of colored raffia may be run in where 
the slats have been pulled out. 

In this pattern the work may be divided, the smaller 
children doing the first part of the work, and those 
of more experience knitting in the second part. Or, 
lor a simpler style, after the strands have all been put 
in as before tie the thread of raffia in the first stitch 
on one of the unused slats and weave across, passing 
the needle through the first stitch on the opposite side 
and continue weaving back and forth until all the 
stitches are taken up. 



Half Hitches 
KnotSj etc. 



How to Tic Knotg, 

Chapter II. 

Double Half HiteheS- Square or Sailor KAots— Bowilh€ 



As the tying of ktiots is neeess^ry in the work with 
t-eeds and raffia, we give directions ^below for tying 
some of the more simple and Useful oriesj 

Probably the simplest knot known is the half hitch^ 



but it possesses ilo holding qualities until the knot is 
repeated, making two half hitches, as shown by th^ 
illustration above. 

The same kHots tied around a post are shown below^ 




c'otisist§ 



A sqUafe ot sailor knot never slips and 
simply O'f two overhand or twist knots. First make 
the common knot and then another just like it, but the 



two ends at either side must come out together — two 




Ov- 



er the loop or bight on one side, and two under It 




on the other side. Should the knot be so fo^rmed that 
one end will come out above and the other below on 
the same side it will not hold, and is called a ''granny" 
knot. 

What is known to sailors as a bowline knot is illus- 
trated below. It is easily tied and untied and never 
slips. 




The children should be taught these simple, Usefill 
:nots, and perhaps others. 

3^ 



Basket Making. 
Chapter III. 

Coiled Raffia Baskets -Slat and Raffia Baskets— Reed Baskets— Reed and 
Raffia Baskets— Basket Handles— lllustsations Showing Ornamental 
Side Weaves— flats, etc. 

Basket work will be next considered, and the sim- 
plest form of construction may be described as follows: 

For a small basket, five hardwood slats or five pieces 
of fiat reed ten inches long and one six inches long 
will be needed. Soak in water till flexible, cross them 
in the center and place one end of the short slat in the 
center, tying all very securely together with a slender 
thread of dampened raffia, winding tightly between 
each slat. These are to form the spokes or ribs of the 
hi sket, and must be so placed that all will be of equal 
length and an equal distance apart. The purpose of 
the short slat or reed in this and all other similar 
baskets is to provide an uneven number of spokes in 
order that the weaving may be alternated. 

Having secured the center, lay the work flat and 
bend up the spokes an inch or more from the center, 
and to insure all being the same length, a circle of 
cardboard with a hole in the center may be placed on 
the slats and each one bent up against its edge. To 
form the top of the basket in an easy way for begin- 
ners, lap the two ends of a ten-inch slat or reed and 
wind flatly. Put the hoop thus formed inside the 
spokes at the top, and, bending each one down over it 
about a half inch, stitch it in place or wind the hoop 



all around, fastening the spokes securely to it at even 
distances from each other so they will not sHp. 

Begin weaving at the bottom where tied, and draw 
the weaver closely down to the center. Sometimes, 
where the spokes are far apart, it is preferable to put 
the weaver once around each spoke, working towards 
you, over one and under two, like the back stitch. 
Continue weaving till the top is reached, when be- 
tween each spoke pass the weaver through the raffia on 
the hoop to insure its not sagging. A basket of this 
size will be cup shaped, and with a braided or wound 
handle makes a very good candy pail. 

Another easy-shaped basket for first lessons could 
be made in the same way, but having the bottom three 
and one-half or four inches in diameter, thus making 
a low table basket. 

Baskets and mats made entirely of coiled raffia ma> 
be constructed by quite young children. 

For a medium mat or a small basket use five or six 




strands of dampened raffia, and, placing the larger 
ends together, cut them evenly, and taking another on 
which a needle is threaded, place the end half an inch 
or more back on the end of the coil, winding out to 
the end, then back an inch or two (see illustratioa) 
and take a half hitch, that it may not unwind while 

34 



the coil is being tightly twisted to form the center, as 
shown by the illustration below. Hold the small 
twisted center firmly while sewing over and over on 
the wrong side, putting the needle through the stitches 




made by winding. This is easier done wiith a thinner 
strand than the one used in winding, which you will 
now make use of again after turning the work the 
right side toward you and putting the needle up 
through one o-f the stitches on the second, then over 
and once around the coil where last wound, and up 
through the next stitch; continue to wind around the 
coil between each stitch, taking more stitches when 
necessary to widen the work or make it lie more flat. 
After the bottom has been made the desired size (three 
inches in diameter being about right for a beginner), 




the sides may be begun by drawing the coil more 
tightly and allowing the coil to lie above instead of by 

35 



the side of the one precediing it. After continuing in 
this way for a space of two inclies the end is neatly 
turned inside and fastened where one side of the 
handle is to be sewed on. 

A bottom of more strength for a larger basket is 
made by putting the needle up between the second coil 
from the edge, over the two, and then around the coil 
as before, thus making a long connecting stitch, and 
each time around putting the needle between the long 
stitches made previously, adding stitches to widen when 
necessary. This style of mat or bottom is shown in 
illustration. If preferred the needle may be put up 
through the center of the second coil instead of be- 
tween, and the coil may also be wound first ; in this 




case the needle must be put through the outside coil 
diagonally in order to keep the long stitch straight, 
as the needle comes up some distance forward. A 
colored strand may be used when sewing this style. 

Mats and Baskets. 

Mats and covers are made in nearly all respects like 
the bottoms of baskets, except that the spokes are 
smaller, and as the appearance of a basket depends 
nmch upon the manner in which the center is started 
and the bottom woven, the pupils sho^uld first be in- 
structed in mat making. 

36 



For the first lesson we suggest a small mat with open 
border. The material necessary would consist of 

Four No. I Reeds, thirteen inches long. 

One No. i Reed, seven and one-half inches long, 

A quantity of No. 2 Reeds for weavers. 

Soak all in hot water for twenty minutes or in cold 
water until pliable : perhaps an hour will suffice. 

Dividing the reeds into two equal parts, cross in the 
center and insert the short spoke as shown by the illus- 
tration. Holding the spokes firmly in the left hand, 
j^tart the weaving in the manner indicated by the cut 
above, which may be described as follows ; 

The end of the weaver is placed on the horizontal 
spokes, projecting about an inch to the right. The 
weaver is then brought once around the vertical 
spokes, around behind the right hand projection of the 
horizontal spokes, across in front of the vertical spokes 
below the horizontal ones, and around behind the left 
hand projection of the horizontal spokes (see illustra- 
tion). After going around the second time in this 
manner, pressing all together very tightly, spread the 
spokes, being careful to get them an equal distance 

7^7 



apart, like the spokes of a wagon wheel This is es- 
sential for good work. 




Now begin weaving over and .under the reeds as 
shown by the illustration, pressing down firmly. 

When. necessary to splice, lay in the new weaver, a«; 
shown by the cut leaving the projecting ends on the 
Under side of the mat. 

When the weaving has been completed as far as 
desired the wOrk can be bound 0'i¥. This process is 
similar to overcasting. After passing the weaver un- 
der one spoke and over another, pass it under the last 
row of weaving near the next spoke, and then draw it 
behind the last mentioned spoke and in front of the 




next and under the last row of weaving before the 
next spoke. When once around complete the mat by 

38 



bending the spokes so that the end of each will form a 
loop, thus making an attractive border. 

The weaving can be done with raffia if desired in- 
stead of the reed. 




When the pupils can master the mat work, baskets 
may be constructed in the same manner, but using 
spokes one or two sizes larger than the weaver and 
turning up to form the sides, which can be woven the 
same as the bottom. If the reeds have become dry. 
soak in water until pliable before bending. The work 
can be bound off at the top like the mat and the' ends 
of the spokes bent Over to form loops as shown by the 
illustrations below. 




This finish is suitable for any basket of similar con- 
struction. 

The weaving is sometimes done with two and with 
tt ree weavers at a time as illustrated below. 




39 




Of course the larger the basket the greater the 
ruimber of spokes necessary. As the weaving proceeds 
fioni the center, the distance between the spokes irt- 
creases, and new short spokes should be laid in as 
needed. An illustration of a center for a larger basket 
i.^ giv^en below. 




BASKET HANDLES. 

Twisted Handles. — Run a large knitting needle 
down beside a spoke in the basket and insert the end 
of a reed of same si^e as the spoke, an inch or more 
below the top of the basket. Cut this foundation reed 
the desired length and insert the other end down 
beside a spoke on the opposite side of the basket. 
Next insert a pliable weaver reed to the left of the 
foundation reed and under the third row from the top, 
ani after running up between the weaving close beside 
the first one, twist it around and around the foundation 
reed about an inch and a half apart. When the top of 
the basket on the Opposite side is reached push the 
Weaver through at the third row from the top, bring- 

40 



ing it across the handle on the inside and out at the 
other side. Place the weaver close beside the first twist 
and follow the same back to starting point, where it 
should go under the third row, across the handle on 
the inside and out at the other side. Each row must 
be placed close beside the last until six or seven rows 
have been twisted on to cover the foundation, pushing 
the 'last one through and then out over a spoke and 
back again on the inside. 

The five strand braiding makes a good finish for 
the tops of baskets. 

Raffia Handle. — This can be made by using a five- 
strand braid, or, of two flat reeds by placing them side 
by side and twisting the raffia first over one and then 
the other and drawing them close between, as shown 




by the illustration. A coal of raffia tightly wound in 
color also makes a desirable handle, but is a little more 
difficult to sew on to the basket. 




A very pretty table basket with a border may be 



made by using as materials 



41 



Eiglit reeds 20 inches in length No. 2 
One reed 11 inches in length No. 2 
Weavers of No. i reed. 

Cross the reeds in groups of four, putting the 
short spoke in the upper vertical group, and binding 
securely as shown in cut illustrating first process, by 
putting the end to the right and binding three times 
around ; then weave under and over until the bottom is 
5 or 6 inches in diameter, when again soak the reeds 
in water, making the bottom flat and turning the 
work over; place it on your knee or desk with the op- 
posite side toward you. Bend the spokes squarely up 
and continue to weave as before, pulling the weaver 
slightly. The sides may be from i 1-2 to 2 inches 
dee]), and, if preferred, about four rows of colored reed 
in paring weave may be ured. 

After tbe top ba? been bou:id ofif as previously de- 
scribed, the border may be made after dampening the 
spokes by bending the firet one in front of two, then 
down beside the third, or, before the second, behind 
the third and down beside the fourth over half an inch, 
preceding with the next upright spoke in the same 
manner until the border is completed. A lining of 
some bright-colored silk or cambric improves it as a 
work basket and makes it more fascinating to the little 
ones. 

A flat basket may be made in the same manner by 
cutting the spokes shorter and making the sides about 
one-half or three-fourths of an inch deep and finishing 
with a closed border by putting the first spoke in front 
of the next two under the two weavers and draw 
closely down inside. Continue so around the basket. 
A high braided or twisted handle, perhaps 18 inches in 
length, is used on this basket. 

42 



Small baskets of this shape, made of raffia, and three 
or four inches in diameter are liked by small children. 

We give a few illustrations of the more popular de- 
signs for decorative side weaving for baskets. The ma- 
terial used can be raffia, flat reeds, splints, etc., ac- 
cording to the design. 




* Reed and Raffia Bird Nests. 

Chapter IV. 

A bird's nest that ought to dehght the eye of the 
bird that finds it, or the boy or girl who makes it, is 
constructed of reed and raffia in the following way : 
Use eight No. 2 reed spokes 15 in. long. Cross them 
in the center, tying firmly with raffia and inserting in 
one group a reed a little over half the length of the 
others to provide the uneven number of spokes. Weave 
over and under from left to right till a bottom is 




formed over an inch and a half in diameter. Another 

44 



weaver is now added and an inch of pairing weaving 
put in, the double weaver allowing you to draw the 
weaving tight enough to gradually -bend the spokes, 
thus forming an oval or bowl shaped bottom with sides 
rounding up from the center. 




As the raffia when dry is apt to slip, it is well to put 
in just here a row or two of No. 2 reed pairing, lapping 
the ends about an inch behind a spoke, keeping all 
pushed closely together. Another half inch or more of 
pairing in raffia is followed by a couple of rows of reed 
pairing, which should be drawn tight enough to bring 
the spokes slightly together, forming the widest part of 
the basket, which should be nearly twelve inches in 
circumference, the reed also serving as a support for 
the •bottom oi the doorway, which will now be started 
by weaving in raffia pairing around until within one 
spoke of meeting, which we will call the door spoke and 
which will be left to be afterward cut away. Now 
dO'Uble the weavers around the spoke which is next to 
the door spoke and weave back around as far as the 
spoke on the other side nearest the door spoke, when 
double back the weavers as on the opposite side, and so 
continue till the desired height of the door, about one 
and one-half inches, is reached, when again put in a 
row or two of reed pairing, to strengthen the top of 
the nest; then continue with raffia, gradually drawing 
the ends of the spokes a little nearer together till they 
meet. Bind twine around the top, and with three long 
strands of raffia wind the spokes securely together, 

45 



using the center of the strands and braiding the re- 
maining ends at either side to hang the nest hy. 

The door spoke may now be dampened by wrapping 
a wet cloth around it or laying the nest in water. When 
pliable it may be cut in the center and each end run 
back beside itself, or it may be cut close at the bottom, 
giving a longer piece to run up beside the middle spoke 
at the top, through the weaving. 

Raffia may be combined with other kindergarten 
material in various ways, one of them being to outline 
forms or figures that have been made on the peg board 
by weaving around the pegs. If the finger is placed 
on the strand of raffia each time as it is put behind and 




before the pegs the first and second time around they 
will not be pulled out of place. 



Always end each exercise before it has become tire- 
some and have the material gathered and put awa; 
until the next lesson is to be given. 

46 



General Notes, Terms, Etc* 
Chapter V. 

If desired, the baskets when finished may be col- 
ored, and for this the vegetable dyes are preferable. 

A g-ood yellow can be made with the extract of 
fustic diluted with hot water, or with the fustic chips, 
which must be soaked for ten or twelve hours, then 
boiled in the soaking water from fifteen minutes to half 
an hour, according to the shade desired. 

First soak the rattan or finished basket one night 
in an alum mordant (three ounces of alum dissolved 
in a quart of water). 

A good purple is secured by using the same mor- 
dant, then soaking or boiling in extract of logn'ood. 
Boiling without mordant will produce a brown color. 

A beautiful scarlet can be obtained from cochineal 
after using a mordant of six parts of stannous chlu; ide 
to four parts of cream of tartar. 

Any of the analine dyes may be used. 

Use a piece of rattan to try the colors. 



GENEIL\L NOTES. 

Before beginning to make a basket, the inexperi- 
enced teacher will do well to read carefully these notes 

Paring weaving can be done with either an odd or 
an even number of spokes. 

If the reed is not well soaked according to Instruc- 
tions it will break, and is harder to handle. 

47 



In sewing with the raffia use No. 19 tapestry needle. 
Large and small strands of raffia should not be used 
in the same work. Better to cut off the thin end and 
take another. 

Raffia cyn be joined by simply crossing the ends 
behind a spoke, but a better way is to lap it two or 
three inches and twist it. 

Reeds may be crossed behind a spoke or slanted oflF 
for two or three inches, when they may be held firmly 
together, and usf'd as one. 

Reeds used for spokes in small baskets should be 
one size larger than that used for the weaver. In large 
baskets use two sizes larger. 

The bottom and the top of the sides of a basket 
can be made more firm by using several rows of paring' 
weaving there instead of the plain weave. 

Use the left hand to hold the work and the>ight 
one to weave, working from left to right, after the 
bottom has been started and the work turned over. 

The bottom must be kept flat and smooth and made 
perfect before turning up the spokes, by dampening, 
then patting it between the hands or on the desk. 

In coiled baskets, from three to twenty-five strands 
are used, according to the size or kind of basket de- 
Fired. Blade and strand, are both commonly used to 
designate a single piece of the grass or raffia. 

In all cases use first the plain raffia. Promise the 
pupils that as soon as they are able to do the work 
well with the plain material they will be permitted to 
try the colored. 

In tying raffia all knots should be put on the wrong 
side. It can often be laid back and the ends worked 
over so as not to show, without tying. In braiding, 

48 



new straiuls are laid in before the old ones get too 
thin, the ends being cnt quite /close afterward on the 
under side of the braid. 

In large baskets, spokes are sometimes increased 
in number, inserting half spokes, taking care to keep 
in an odd number; also by separating the spokes at 
intervals after having used a group of spokes as one 
in beginning. 

If you desire a basket with straight sides, turn the 
well-dampened spokes up sharply at the bottom and 
draw the weaver rather tight. For a flaring basket, 
give the spokes the desired slant, and use the weaver 
more loosely. 

The odd short spoke should always be one inch 
longer than one-half the length of the other spokes; 
to allow it to be bound twice across when winding the 
center, it should be slipped in between the upright 
spokes and not at one side. 

The small child mil find it easier to start the bind- 
ing and weaving of the bottom with strong rafBa, as it 
is more pliable and lends itself more readily to the pres- 
sure of the finger and thumb around the small openings 
of the spokes. Paring weave is best. After a few 
times around, use the reed. 

After binding in the Center, care must be taken 
to hold the spokes fast, and not allow them to pile up 
or crowd each other out of position, as they may do if 
not held firmly enough ; or if the weaver is drawn too 
tightly instead of being pushed in close with the thumb 
and the finger. 

it is impossible to have a satisfactory basket when 
completed (no matter how much care has been given 
to the finishing), if the spokes have not been evenly 

49 



separated when starting the weave, and kept so until 
well under way, after which they will retain the position 
with hut little attention. 

The vertical and horizontal groups of spokes for 
beginning must be bound together exactly in the center. 
A foot rule may be used to measure the spokes each 
way from the center after fastening, pushing and piill- 
ing them gently till the ends of the reeds are all even. 

Reeds should be carefully wound in a circle with 
ends twisted firmly in and out, and soaked in cold 
water for an hour or in hot water about one-fourth the 
time. Raffia should be well dipped in water, and wiped 
ofif if used immediately. 

Rememhering always that the development of the 
children and not the rapid construction of objects is 
the important result aimed at, the teacher should 
conduct the work accordingly. Require each step 
to be mastered before beginning a more difficult one. 
In making larger baskets the number of spokes 
nm.st be increased as v/ell as the length of them; also 
use a greater number of spokes for a flaring basket, 
if high, as the space becomes wider as you near the 
top, and a long stretch of raffia or soft reed would not 
present a perfect curve to that part of the basket. 

Terms. — Weaver, the reed or raffia, etc., used to 
weave under and over the strands or spokes. 

Spokes — The reeds, splints or strands used to form 
the ribs or framework of baskets, etc. 

Pairing — Where two weavers are used, being crossed 
each time between the spokes, the one below going 
above and the one above going helow, thus changing 
places with each other. This may be done with either 
an odd or an even number of spokes. 

50 



